This paper reports on an application of computer technology to a significant and costly school administration problem: the transportation of students between home and school. The problem, as it is generally thought of, has been complicated by the consideration of attempting racial balance via busing. We present an algorithm to find a feasible solution which tends to minimize the number of required routes and mileage. After setting down the basic approach used and the results of an application, we will present possible extensions of the approach to school location planning, bus fleets composition and timing conditions on particular bus stops.
The phases of a grading system are discussed, namely: delivery, assessment, marking, review, and return. A system which addresses the back end, namely, the last three phases, is described. Late binding of marks to a graded project is used, simplifying the revision process. The use of the system by various courses and its benefits are discussed.
In recent years a number of colleges and universities have modified their introductory computer science curriculum. These schools have concluded that algorithm development and computer programming are sufficiently difficult to require a two semester sequence. This change even appears in the working report of the ACM Committee on Curriculum in Computer Sciences [1].
Unlike the first course in computer science, there does not appear to be a general consensus on the aims, objectives, and course outline on this second course. The purpose of this paper is to present the author's view of the need for and purpose of this second course and some consequences of these. This view is based on five years experience developing and teaching this course at two universities.
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